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Table 4. Number of public high school-level teachers with a main assignment in mathematics and the percentage with a major and certification in mathematics, by selected teacher and school characteristics: 2003–04
 
Major in mathematics No major in mathematics
Selected teacher and
school characteristic
Number of mathematics teachers Total Certified in mathematics Not certified in mathematics Total Certified in mathematics   Not certified in mathematics Total certified in mathematics
 
All teachers with a
 mathematics
 main assignment1 
128,500 76.0 64.5 11.5   24.0 12.7   11.3 77.2
                     
Average class size                     
10 or fewer students  7,400 66.5 58.3 8.1   33.5 9.3   24.3 67.6
11–18  29,800 69.4 59.2 10.2   30.6 16.0   14.6 75.2
19–27  65,600 79.0 66.6 12.4   21.0 12.9   8.1 79.4
28 or more students  25,800 78.8 67.3 11.5   21.2 9.4   11.8 76.7
                     
Years of teaching
 experience 
                   
3 or fewer  21,300 66.1 37.8 28.2   33.9 9.9   24.0 47.7
4–9  34,800 74.3 63.6 10.7   25.7 14.3   11.4 77.9
10–19  34,400 78.7 73.5 5.2   21.3 13.4   7.9 86.9
20 or more  38,100 80.7 72.1 8.6   19.3 12.2   7.1 84.3
                     
School classification                     
Charter school  1,900 50.0 31.3 18.7   50.0 5.8   44.2 37.1
Traditional public school  126,700 76.4 65.0 11.4   23.6 12.8   10.8 77.8
                     
Community type                     
Central city  35,100 71.1 58.2 13.0   28.9 12.1   16.7 70.3
Urban fringe/large town  65,900 79.7 68.0 11.7   20.3 10.9   9.4 78.9
Rural/small town  27,500 73.5 64.2 9.2   26.5 17.6   8.9 81.9
                     
Student enrollment                     
Less than 100  2,400 65.3 47.0 18.3   34.7 7.2 ! 27.4 54.2
100–199  4,800 60.9 51.4 9.5   39.1 18.7   20.5 70.0
200–499  19,500 74.4 64.5 9.9   25.6 13.0   12.6 77.5
500–749  14,700 75.5 67.4 8.1   24.5 14.3   10.2 81.7
750–999  11,700 82.8 68.8 14.0   17.2 10.9   6.3 79.7
1,000 or more  75,600 76.8 64.7 12.1   23.2 12.4   10.9 77.1
                     
Percent of K–12 students
    in school who
    are of a racial/ethnic
    minority2 
                   
Less than 20  54,100 81.7 73.2 8.6   18.3 11.0   7.3 84.1
20 to 59.9  36,200 72.2 61.1 11.2   27.8 15.8   12.0 76.8
60 or more  38,000 71.7 55.7 16.0   28.3 12.2   16.1 67.9
                     
Percent of K–12 students
    in school who were
    approved for free or
    reduced-price lunches 
                   
Less than 35  74,900 80.0 69.0 11.1   20.0 11.4   8.6 80.3
35 to 49.9  24,100 71.9 62.1 9.7   28.1 14.1   14.0 76.3
50 to 74.9  17,200 70.2 59.6 10.5   29.8 19.0   10.9 78.6
75 or more  7,900 64.3 45.3 19.0   35.7 9.2   26.5 54.5
Did not participate in
 program 
4,400 74.1 55.6 18.5   25.9 8.7   17.2 64.3
! Interpret data with caution. The standard error for this estimate is equal to 50 percent or more of the estimate's value.
1 "All teachers with a mathematics main assignment "includes the subsample of high school-level teachers who reported a main assignment in algebra (elementary, intermediate, or advanced), basic and general mathematics, business and applied math, calculus and precalculus, computer science, geometry, prealgebra, statistics and probability, or trigonometry.
2 Minority enrollment data are collected at the school level and placed on the teacher file. In cases where the sampled school did not respond, data were imputed from the Common Core of Data (CCD). In some cases, CCD data were not available for the school's minority enrollment. A very small number of teachers from these schools are missing data for this variable.
NOTE: Teachers include traditional public and public charter teachers who taught departmentalized classes to students in any of grades 10–12, or grade 9 and no grade lower. Included in the "Major in mathematics" columns are all teachers, regardless of whether the major was earned within or outside the school/college of education. Majors in mathematics are credited if they were earned at the bachelor's degree level or higher. "Certified in mathematics" columns contain teachers with a regular/probationary certification in mathematics and at the secondary level. Detail may not sum to totals because of rounding.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey (SASS), "Public School Teacher Data File," 2003–04.


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